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Phase 2 Rhian Goodfellow

Phase 2 Rhian Goodfellow. C21: Modernising Medical Education in Cardiff Annual Curriculum Away Day Friday 16 th September 2011, All Nations’ Centre. How have we gone about it?. What do we want to produce? Not made bad Doctors but what’s wrong with making even better Doctors?

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Phase 2 Rhian Goodfellow

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  1. Phase 2 Rhian Goodfellow C21: Modernising Medical Education in CardiffAnnual Curriculum Away DayFriday 16th September 2011, All Nations’ Centre

  2. How have we gone about it? • What do we want to produce? • Not made bad Doctors but what’s wrong with making even better Doctors? • Competent, confident, F1 doctors who are also inquisitive, thirsty for knowledge and have the capacity, with the correct nurturing to transform into ANY specialty doctor

  3. “Don’t throw the baby out with the bath water” • All Wales experience • Good clinical teachers • Small group teaching • Early clinical attachments • Oncology Project experience • Student choice projects Good Practice

  4. Inconsistency • Inadequate learning in context • Passive learners • Tick box mentality • Students don’t make the most out of opportunities- perhaps not sign posted well enough • Do not use patients as the basis of their learning, don’t follow patients regularly through their journey Not so good

  5. Whole group teaching • Lectures in year 3 • Patchy use of innovative teaching methods • Do we share “best practice”? • Teachers don’t get to know students and see them develop Not so good

  6. Guidance-Tomorrow’s doctors 09 • UG clinical placements should be consistent and structured -incorporating experiential learning across a range of specialities • Students are responsible for: their own learning, including achieving all the outcomes set out in Tomorrow’s Doctors, whatever their personal preferences or religious beliefs

  7. Patient Pathways • Opportunities to make the patient the focus of students’ learning • Blur the primary/secondary care divide • “Hospital Front Door” • “Chronic Disease 1” • “Oncology”

  8. Potential Year 3 C21 Hospital Front Door Chronic Disease Oncology 1/2 week Introduction and Consolidation 3 weeks reading weeks/assessments Options/Choices/ SSC programme 6 weeks in total Placement 8/10 weeks Patient pathways All in South East Wales

  9. Key Players Acute Physicians Cardiologists A+E General Surgeons Trauma Intensivists Possible Indicative Cases Acute chest pain SOB PUO Acute abdo White limb Haematemesis KNOF ?Hot joint Knowledge Pathology Pharmacology/Therapeutics Hospital Front Door Skills Examination Communication skills Data interpretation Attitudes/Professionalism/Ethics Primary/Secondary interface 4 hour wait ………….. Assessment/Course work Data Interpretation

  10. Key Players Surgeons Breast GI Urology ENT Oncologists Haematologist Respiratory Physicians Palliative Care GP ?Radiologists Indicative Cases Breast lump Haematuria Prostate Lump in neck Upper GI/Dysphagia Lower GI/ altered bowel habit Haemoptysis Palliative care Knowledge Pathology Pharmacology/Therapeutics “Red Flags” ONCOLOGY Skills Examination Breaking Bad News Communication MDT working Placement team member Diagnostic Attitudes/Professionalism/Ethics Screening High Cost Drugs Clinical trials End of Life decisions Assessment/Course work Project Related to current oncology project

  11. Year 4 • Increasing complexity skills, knowledge, diagnostics, management • All Wales • Women Child and Family • Chronic disease 2, complex needs, rehabilitation • Neurology, Ophthalmology and Mental Health/Psychiatry • Science in practice • Pathology • Anaesthetics • Immunology/Transplant • CU institute based teaching

  12. Challenges “We understand that ensuring that clinical placements have genuine educational value can be difficult for medical schools. The relationship with local NHS services can be challenging, especially at a time when budgets for all services are under pressure. Nevertheless schools and the NHS should acknowledge that they have a shared interest in enabling new medical graduates to enter practice safely and efficiently. Neither can do this in isolation” Tomorrows doctors 09

  13. Can we make this happen? • Challenges • Encouraging enthusiastic innovative module leaders • Student density and capacity • Explicit learning outcomes to ensure consistency • Excellent administration both centrally and locally • Student education

  14. YES WE CAN! But we/I need help WORKSHOP 2

  15. “It’s not the strongest of the species that survive nor the most intelligent but the most responsive to change”

  16. Questions C21: Modernising Medical Education in CardiffAnnual Curriculum Away DayFriday 16th September 2011, All Nations’ Centre

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